Chapter 11
“Argumentexturing”
A framework for integrating theories of argumentation and learning
Article outline
- 1.Introduction
- 2.A view from learning theory
- 3.A view from argumentation theory
- 4.Two examples of argumentative interactions in learning situations
- 4.1The first case: A course based on hot discussions on controversial issues
- 4.2The second case: Debate and group creativity training
- 4.3Synthesis of the two cases
- 5.Concluding discussion
-
Notes
-
References
References (47)
References
Allwood, J., Traum, D., & Jokinen, K. (2000). Cooperation, dialogue and ethics. International Journal of Human-Computer Studies, 53(6), 871–914.
Andriessen, J., & Baker, M. J. (2014). Arguing to Learn. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (2nd ed., pp. 439–460). Cambridge: Cambridge University Press.
Andriessen, J., Baker, M., & Van der Puil, C. (2011). Socio-cognitive tension in collaborative working relations. In S. Ludvigsen, A. Lund, I. Rasmussen, & R. Saljo (Eds.), Learning across sites: New tools, infrastructures and practices (pp. 222–242). London: Routledge.
Badke‐Schaub, P., Goldschmidt, G., & Meijer, M. (2010). How does cognitive conflict in design teams support the development of creative ideas? Creativity and Innovation Management, 19(2), 119–133.
Baker, M. J. (1999). Argumentation and constructive interaction. In P. Coirier, & J. Andriessen (Eds.), Foundations of argumentative text processing (pp. 179–202). Amsterdam: University of Amsterdam Press.
Baker, M. J., Andriessen, J., & Järvelä, S. (2013). Affective learning together: Social and emotional dimensions of collaborative learning. London: Routledge.
Baker, M. J., Hansen, T., Joiner, R., & Traum, D. (1999). The role of grounding in collaborative learning tasks. In P. Dillenbourg (Ed.), Collaborative Learning: Cognitive and Computational Approaches (pp. 31–63). Amsterdam: Pergamon / Elsevier Science.
Barth, E. M., & Krabbe, E. C. W. (1982). From Axiom to Dialogue: A philosophical study of logics and argumentation. Berlin: Walter de Gruyter.
Boyd, D. (2014). It’s complicated: The social lives of networked teens. New Haven, Connecticut: Yale University Press.
Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61–82). Hillsdale, NJ: Lawrence Erlbaum Associates.
Clark, H. H., & Schaefer, E. F. (1989). Contributing to discourse. Cognitive Science, 13, 259–294.
Dahlberg, L. (2001). The internet and democratic discourse: Exploring the prospects of online deliberative forums extending the public sphere. Information, Communication & Society, 4(4), 615–633.
Dillenbourg, P. (Ed.) (1999). Collaboration learning: Cognitive and computational approaches. Amsterdam: Pergamon
Dillenbourg, P., Baker, M. J., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning. In P. Reimann, & H. Spada (Eds.) , Learning in humans and machines: Towards an interdisciplinary learning science (pp. 189–211). Oxford: Pergamon.
Doise, W., Mugny, G., & Perret-Clermont, A.-N. (1975). Social interaction and the development of logical operations. European Journal of Social Psychology, 6, 367–383. .
Driver, R. (1989). Students’ conceptions and the learning of science. International Journal of Science Education, 11, 481–490.
van Eemeren, F. H., & Grootendorst, R. (1984). Speech acts in argumentative discussions. Dordrecht-Holland: Foris Publications.
van Eemeren, F. H., & Grootendorst, R. (2004). A systematic theory of argumentation: The pragma-dialectical approach. Cambridge: Cambridge University Press.
van Eemeren, F. H., Grootendorst, R., & Snoeck Henkemans, F. (1996). Fundamentals of argumentation theory: A handbook of historical backgrounds and contemporary developments. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Isohätälä, J., Näykki, P., Järvelä, S., & Baker, M. J. (2018). Striking a balance: Argumentation and socio-emotional processes in collaborative learning interaction. Learning, Culture and Social Interaction, 16, 1–19.
Ito, M., Baumer, S., Bittanti, M., Cody, R., Stephenson, B. H., Horst, H., & Perkel, D. (2009). Hanging out, messing around, and geeking out: Kids living and learning with new media. MIT press.
Kuhn, D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for developing young adolescents’ thinking. Psychological science, 22 (4), 545–552.
Levinas, E. (1983). Le temps et l’autre, Paris: Presses Universitaires de France.
Ludvigsen, S., Lund, A., Rasmussen, I., & Saljo, R. (Eds.) 2011. Learning across sites: new tools, infrastructures and practices.London: Routledge.
Mercer, N., Wegerif, R., & Dawes, L. (1999). Children’s talk and the development of reasoning in the classroom. British Educational Research Journal, 25(1), 95–111.
Mevarech, Z. R., & Light, P. H. (1992). Peer-based interaction at the computer: Looking backward, looking forward. Learning and Instruction, 2, 275–280.
Michaels, S., O’Connor, M. C., Hall, M. W., & Resnick, L. (2012). Accountable talk: Classroom conversation that works. Pittsburg: University of Pittsburgh Press.
Mougenot, C., Détienne, F., Pennington, M., Baker, M., Corvin, T., Veyrier, C.-A., Arai, K., & Huron, S. (2017). Tensions in creativity workshops. In Proceedings of the European Conference on Cognitive Ergonomics 2017 (ECCE 2017). ACM, New York, NY, USA (pp. 93–100).
Muller, M. N., & Perret-Clermont, A.-N. (2009). Argumentation and Education: Theoretical Foundations and Practices. New York: Springer.
Muntig, P., & Turnbull, W. (1998). Conversational structure and facework in arguing. Journal of Pragmatics, 29, 225–256.
Naess, A. (1966). Communication and argument: elements of applied semantics. London: Allen and Unwin.
Nonnon, E. (1996). Activités argumentatives et élaboration de connaissances nouvelles: le dialogue comme espace d’exploration [Argumentative activities and elaboration of new knowledge: dialogue as a space of exploration]. Langue Française, 112, 67–87.
Ogan, A., Finkelstein, S., Walker, E., Carlson, R., & Cassell, J. (2012). Rudeness and rapport: Insults and learning gains in peer tutoring. In S. A. Cerri, W. J. Clancey, G. Papadourakis, & K. Panourgia (Eds.), Proceedings of the 2012 conference on Intelligent tutoring systems, Vol. 7315 of the series Lecture Notes in Computer Science (pp. 11–21). Berlin, Germany: Springer Verlag.
Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328, 463–468.
Piaget, J. (1964). Six Études de Psychologie [Six studies in psychology]. Paris: Éditions Denoël.
Roschelle, J., & Teasley, S. D. (1995) The construction of shared knowledge in collaborative problem solving. In C. O’Malley (Ed.), Computer supported collaborative learning (pp. 69–97). Berlin: Springer-Verlag.
Sawyer, R. K. (2014). The Cambridge Handbook of the Learning Sciences (2nd ed.). Cambridge: Cambridge University Press.
Schwarz, B. B., & Baker, M. J. (2015). Sur l’adéquation des théories de l’argumentation aux sciences de l’apprentissage et les fondements d’une théorie de « l’argumentissage ». In N. Muller Mirza, & C. Buty (Éds.), L’argumentation dans les contextes de l’éducation (pp. 269–322). Berne: Peter Lang.
Schwarz, B. B., & Baker, M. J. (2017). Dialogue, argumentation and education: History, theory and practice. New York: Cambridge University Press.
Simon, H. (1969). The sciences of the artificial. Cambridge, Mass.: MIT Press,
Sitri, F. (2003). L’objet du débat : La construction des objets de discours dans des situations argumentatives orales [The object of debate: The construction of discursive objects in oral argumentative situations]. Paris: Presses Sorbonne Nouvelle.
Slakmon, B., & Schwarz B. B. (2019). Democratization and education: Conditions and technology for dialogic transformative political education. In N. Mercer, R. Wegerif, & L. Major (Eds.), The routledge international handbook on dialogic education. London: Routledge.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge Massachusetts: Harvard University Press.
Walton, D. N. (1992). Plausible argument in everyday conversation. New York: State University of New York Press.
Wegerif, R. (2017). Introduction. Education, technology and democracy: Can internet-mediated education prepare the ground for a future global democracy?. Civitas educationis. Education, Politics, and Culture, 6(1), 17–35.
Cited by (1)
Cited by one other publication
Baker, Michael J., Baruch B. Schwarz & Sten R. Ludvigsen
2021.
Educational dialogues and computer supported collaborative learning: critical analysis and research perspectives.
International Journal of Computer-Supported Collaborative Learning 16:4
► pp. 583 ff.
This list is based on CrossRef data as of 29 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.